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This book presents the results of a comprehensive longitudinal and
cross-sectional seven-year study of the social ecology of growth
and development of over 500 children living in a disadvantaged
community on the edge of Guatemala City.
This book presents the results of a comprehensive longitudinal and
cross-sectional seven-year study of the social ecology of growth
and development of over 500 children living in a disadvantaged
community on the edge of Guatemala City.
Employing history, social theory, and a detailed contemporary case
study, Knowledge for Social Change argues for fundamentally
reshaping research universities to function as democratic, civic,
and community-engaged institutions dedicated to advancing learning
and knowledge for social change. The authors focus on significant
contributions to learning made by Francis Bacon, Benjamin Franklin,
Seth Low, Jane Addams, William Rainey Harper, and John Dewey-as
well as their own work at Penn's Netter Center for Community
Partnerships-to help create and sustain democratically-engaged
colleges and universities for the public good. Knowledge for Social
Change highlights university-assisted community schools to effect a
thoroughgoing change of research universities that will contribute
to more democratic schools, communities, and societies. The authors
also call on democratic-minded academics to create and sustain a
global movement dedicated to advancing learning for the "relief of
man's estate"-an iconic phrase by Francis Bacon that emphasized the
continued betterment of the human condition-and to realize Dewey's
vision of an organic "Great Community" composed of participatory,
democratic, collaborative, and interdependent societies.
Employing history, social theory, and a detailed contemporary case
study, Knowledge for Social Change argues for fundamentally
reshaping research universities to function as democratic, civic,
and community-engaged institutions dedicated to advancing learning
and knowledge for social change. The authors focus on significant
contributions to learning made by Francis Bacon, Benjamin Franklin,
Seth Low, Jane Addams, William Rainey Harper, and John Dewey-as
well as their own work at Penn's Netter Center for Community
Partnerships-to help create and sustain democratically-engaged
colleges and universities for the public good. Knowledge for Social
Change highlights university-assisted community schools to effect a
thoroughgoing change of research universities that will contribute
to more democratic schools, communities, and societies. The authors
also call on democratic-minded academics to create and sustain a
global movement dedicated to advancing learning for the "relief of
man's estate"-an iconic phrase by Francis Bacon that emphasized the
continued betterment of the human condition-and to realize Dewey's
vision of an organic "Great Community" composed of participatory,
democratic, collaborative, and interdependent societies.
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